On Monday, each student will complete 2 practice/reteach activities for a standard from our NS(Number System) unit that the student did not pass the first time around. Once the student finishes one center and checks it, I will offer the student the opportunity to retest on that standard. The student's report card will be updated to reflect the mastering of the standards assessed. Those who have passed all of the NS standards, will work on problem solving cards. Homework given Monday night (review of Statistics standards taught so far) is due on Wednesday as our classes will be on a field trip next Tuesday, December 3. We will not have a structured math lesson on that day. Wednesday gets us back on schedule and into a new topic: Interquartile Range. Quartiles: the points that divide a data set into roughly four equally-sized parts Interquartile Range (IQR): the difference between the third and first quartiles in a data set. •Upper quartile (Q3) – lower quartile (Q1) = IQR The previous lesson in this cluster of lessons covered range as a measure of variation. This lesson will build on students’ understanding of range to explore the interquartile range as a measure of spread or variation. At the end of this lesson, students should be able to break a set of data into quartiles to find the interquartile range. They should understand why and how the interquartile range is useful, particularly when the range is not. An understanding of both range and interquartile range will lay the groundwork for future lessons on how to create and analyze box plots. This lesson is one of a group of lessons designed to show that sets of data generated by statistical questions can be analyzed by looking at the spread of the data. In Grade 6 students see that the data collected in response to a statistical question have certain attributes (center, spread, overall shape).
The end of the week (Thursday and Friday) involves creating and drawing conclusions about BOX PLOTS. This is most likely the first time that students at the sixth grade level will see box plots. While it is a new concept, students do come into the lesson with prior knowledge that will help them to create and analyze box plots. In the previous two lessons, students learned about the range and interquartile range. Through these lessons, students built an understanding of maximum, minimum, Q1 and Q3. Throughout the unit students have also been learning about the median. These are the five components of the five-number summary that is required to create a box plot. Knowing these five vocabulary words will serve very useful as students learn about box plots. Going forward, students will continue to work with box plots as they use them to compare multiple sets of data. It is important that students have a firm grasp on box plots by the end of this lesson, as the next lesson requires students to create double box plots. Lesson 6 vocabulary: Box Plot: A graph that uses a rectangle to represent the middle 50% of a set of data and “whiskers” at both ends to represent the remainder of the data. Five-Number Summary: Minimum Lower Quartile (Q1) Median Upper Quartile (Q3) Maximum
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April 2015
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